The Ministry of Education and Culture, Grant by the Chief Scientist (in response to tender No. 10). The relationship between the activities of youth ages 12-18 in the framework of non-formal education in leisure and school climate, violence, dropout and mental well-being. (With Prof. Erik Cohen).

Romi, S. & Gilat, I. Z. (2005). In the Best Interest of the Child: Jewish and Civic Perspectives. In H. Grietens, W. Lahye, W. Hellinckk & L. Sandemenlebroecke (Eds.), In the Best Interests of Children and Youth. International Perspectives, Leuven University Press (pp. 231-249).

*Grupper, E., & Romi, S. (in press). The issue of training for the role of social educators. In E. Grupper, & S. Romi, (Eds.).Children and adolescents at risk in Israel; Vol 2: The voice of young people in care and issues related to staff in the field of child and youth care MOFET Institute Publishers,Tel –Aviv.(Hebrew).

Romi, S. & Hassid, M. (2010). The Hafalopedia as a curriculum program in nonformal education: The extend of usage by workers in the community and residential institutions, their self-efficacy and its relationship to this program. Theory into Practice in Curriculum Planning 21, 169-214. Ministry of Education; The Israeli Curriculum Center. (Hebrew).

Romi, S. Levi, N. and Betzer (2010). Israeli and German Students’ Expectations of an Academic Exchange Program: Personal, Professional Development and National Identity. Learning and Teaching.3, 51-74.

Leyser, Y., Zieger, T. and Romi, S. (2011).Changes in Self-Efficacy of Prospective Special and General Education Teachers: Implication for inclusive education. The International Journal of Disability, Development and Education.58, 241-255.

Asif. Z. Shapira E and Romi, S. (in press) Conceptual and Emotional Aspects of Indecisiveness throughout the Process of decision making for mate selection Megamot (Hebrew).

Kaim, Z and Romi, S. (2014).Help seeking for personal problems: The resource choices of adolescents at risk and normative adolescents. Society and Welfare Quarterly for Social Work , 34, 385-409.(Hebrew).

Romi, S., Lewis, R., & Salkovsky, M. (accepted). Promoting responsibility within excluded students: What kind of Power works for different kinds of misbehaving students? The Journal of Educational Research.

Kaim , Z. and Romi, S. (accepted) Help-seeking in accordance to the 'Threat to Self-esteem Model' among at-risk and normative adolescents. Megamot (Hebrew).

Kaim , Z.and Romi, S. (accepted) Adolescents at risk and their willingness to seek help from youth care workers. Children and Youth services review

Romi, S., Levy, N., & Gilat, I. Z. (2005). And the child what does he say? The conservative models of the best interests of the child in the civil and rabbinical court procedures and the need to empower the voice of the child. Translating of matters that have no measure. Tzomet Alon-Shvout (pp. 337-362) (Hebrew).

Manor-Muldoon, O., & Romi, S. (2009). The Internet as resource for working with youth at risk: Attitudes of normative and dropout adolescents towards using the Internet. MIFGASH - Journal of Social-Educational Work, 29, 143-170. (Hebrew).

Romi,S., Musler, R., & Leyser, Y. (2009). Attitudes toward inclusion of special needs students and self-efficacy beliefs of trainees in formal and informal education in colleges and universities. Issues in Special Education and Rehabilitation, 24(1), 15-34 (Hebrew).